 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Khanna Girls Daily College, University of Allahabad. And today I am going to discuss a very basic topic under education that is aims of education. It is a very broad topic. In today's lecture, I will cover only two aims, knowledge acquisition and character building. Okay. And the lecture will be useful for your general knowledge as well as for your professional and general courses under education. Okay. And the lecture will be in bilingual mode. You can get explanation in Hindi and need notes in English. Okay. So, first of all, knowledge acquisition. So, first of all, we need to know what knowledge is, from where it starts, from knowledge acquisition to knowledge acquisition, types of knowledge, what are the ways of knowledge acquisition, knowledge acquisition, knowledge can be used to mean a variety of things such as familiarity with people, person, skills and competencies of performing various tasks, beliefs, faith and everyday experiences. So, if we look at the content of human mind, we can divide it into five parts. Knowledge comes in one part. Where is it? From where it starts, from the data, first of all, the tools, all the places are tools and clubs. From the data itself, information is formed, results are obtained when data process to obtain answers to who, what, where and when questions. That is, when data processing is done on eyes, we get answers to who, what, where, when, when. So, we get knowledge. That is, where does the knowledge come from, from the eyes. And when data and information are applied to get answers to how questions, we get knowledge. That is, how is it happening? That is, we get knowledge from the eyes. So, when we think about the application part and its use, we get knowledge and we get the answer to how these tasks are happening. Then on top of that, that is, what is the understanding on top of knowledge? Answers the why questions. When we get the answer to them, why is it happening? That is, then the understanding grows. Knowledge is on top of it. And on top of that, there is wisdom, in which there is the application and evaluation of understanding. That is, we can use the understanding, we can do the understanding, so we reach a point in this situation. That is, data is the lowest stage, wisdom is the highest stage. After data, information, after information, knowledge, after knowledge, understanding, and after understanding, wisdom comes. Then comes knowledge acquisition. What is knowledge acquisition? Knowledge acquisition typically refers to the process of acquiring, processing, understanding and recalling information through one of a number of methods. That is, in many ways, when we are able to gain knowledge, be able to work on it, be able to understand it, be able to recall some information, then that is the origin of knowledge. This is often a field of study closely tied to cognition, memory and the way in which human beings are able to understand the world around them. That is, the origin of knowledge is somewhere around cognition and memory. Knowledge acquisition typically details how people experience new information, how that information is stored in the brain, and how that information can be recalled for later use. What is the main point of knowledge acquisition? How do people experience new information? How do they experience new information? How does that information store in our mind? How do we recall that information for later use? Let's recall it again. Some approaches to knowledge acquisition have been built upon the idea that people have a predisposition toward knowledge and are born with certain values or knowledge already in place. The blank slate approach regards humans as essentially empty of knowledge upon birth and that new information is acquired and utilized throughout a person's life. There are a few ways to gain knowledge. It is based on the nature of the person who wants to gain knowledge. What is the blank slate approach? What is the blank slate approach? We do not have any knowledge and we are working on our knowledge throughout a person's life. What is knowledge acquisition? It typically begins with the process of receiving or acquiring new information. It is usually done through visual, oral and tactile signals that a person receives through his or her senses. We see, hear, touch our knowledge with our senses and get it. Once information is received, knowledge acquisition typically continues through encoding and understanding that information. The encoding process allows a person to build a cognitive model sometimes called a schema for a piece of information. When we talk about cognitive approach, cognitive development, the difference is that we have studied the schema there. They are saying that if we receive a question, then we form a scheme, a picture, a cognitive model in our mind and call it a schema. Then, guidelines for knowledge acquisition. How is knowledge urgent? There are five guidelines for this. First of all, process the material semantically. Semantic means earthquake. You have to process the material in an earthquake-like way. Knowledge is organized semantically. Therefore, knowledge acquisition is optimized when the learner focuses on the meaning of the new material. When we know the material, we will understand it quickly. Then process and retrieve information frequently. We have to do this many times. We have to test and retrieve information. Learning and retrieval conditions should be similar. How knowledge is represented is determined by the conditions and context in which it is learned. It is said that the representation of knowledge depends on how it is learned in the context. And this in turn determines how it is retrieved. Only then can we recall and retrieve the information. Information is best retrieved when the conditions of learning and retrieval are the same. This principle has been referred to as encoding specificity. This principle is called encoding specificity. It is said that information can be retrieved in the best way when the context of learning is the same. Then it is said again and again that connect new knowledge to prior knowledge. We have to learn new knowledge from old knowledge. And create cognitive procedures. Procedural knowledge is better retained and more easily accessed. Therefore, one should develop and use cognitive procedures when learning information. We will tell you the types of knowledge later. Knowledge acquisition as aim of education. They are saying that when we are saying that education means it is integrally tied, integrally tied to how the mind organizes and represents information. Learning can be enhanced by considering the fundamental properties of human knowledge as well as by the ultimate function of the desired information. The most important property of knowledge is that it is organized semantically. Therefore, learning method should enhance meaningful study of new information. The purpose of learning is to know how the way of learning can be improved. It is said that the most important point of knowledge is that it is established in an earth-like way. That is why learning method should be like this. The meaningful study of new information should be presented in front of us. In the narrow sense, knowledge that aim implies knowledge for the sake of knowledge. If we consider it as an objective knowledge in the narrow sense, then knowledge is only for knowledge. But if we know it in the wider sense, it means development of mental powers. That is, the development of human powers. What are the thinking of human powers? How do we think? How do we debate? How do we decide? How do we remember? How do we solve problems? How do we imagine power, intelligence? All of these will come. The development of knowledge is only for knowledge acquisition. Knowledge consists in possessing ideas of universal validity and universal relevance. The universal acceptance of the universal knowledge and the knowledge acquisition should not be considered as an end in itself. We should not believe that the origin of knowledge is the origin of knowledge, and our goal is to end it. Rather, it should be a means to other ends. Rather, when we make the origin of knowledge, we become more aware in the medium, like our development, our individual development, our civil efficiency, our national strength, our economic competency, we can earn better. Leaving a richer and healthier life, we can live a rich and healthy life. The welfare of the humanity, etc. We can also be helpful in the welfare of the people if we have really made the origin of knowledge. This is the origin of knowledge, the purpose of education. One minute. One slide, I think. Next slide. Next slide. Your character building as a name of education is in the middle. Something has been missed. I wanted to tell you that the types of knowledge, knowledge of two types, declarative knowledge and procedural knowledge. This is the way you should go. What is knowledge? What is the content of the human mind? What is the hierarchy? What is the knowledge acquisition? What is the type of knowledge? What is the guideline of knowledge acquisition? There are guidelines, then tell him that knowledge acquisition is an aim of education, then tell him that you might have a good profession. Okay? Similarly, character building. Everybody thinks that character is the target and learned. You will usually think that, but don't even give a certain sense of character. I will tell you the dimensions of the character. From where do you say that a person's character refers to the disposition and habits that determine the way that a person normally responds to desires, feels, challenges, opportunities, failures and successes. He says, what is the character of a person? Our habits make sure that we respond to some kind of desire, some kind of challenge towards a brother, if we get an opportunity in front of us, if we achieve success, if we succeed, then our habits, because the character of habit is not that we behave like this today, for example, we behave in a different way, that is not the character. Character means that we behave consistently. Thomas Lycona describes character education as the deliberate efforts to cultivate virtue. He says that character education means that we are trying to develop you in a certain way. Some educationalists consider this as the supreme aim of education. Some teachers have said that this is the most important aim of education. It is said that education consists of cultivation of certain human values and development of attitudes and habits which constitute the character of a person. It is said that education makes us forgetful and develops our attitudes and habits which constitute the character of a person. Our great leaders like Mahatma Gandhi and Swami Vivekananda also emphasized character foundation as the prime aim of education. Our great leaders like Gandhi ji, Vivekananda, they also said that the character of a person should be the primary aim of our education. John D.V. also agreed character formation as the overall aim of education and T. Raymond also said that education finds its real meaning and value and its aim is character building. He says that education is the primary aim of the character of a person. Bertrand Russell emphasizes that the formation of characters is the chief aim of education. Herbert, the great educator of the 19th century, says the whole work of education may be summing up the concept of morality. He says that education is the primary aim of the character of a person. And last we can say that Sarvapalli Radhakrishnan says that the troubles of the whole world including India are due to the fact that education has become a mere intellectual exercise and not the acquisition of moral and spiritual values. He says that the problems of the whole world which even India is facing, because education has become only a very strict practice. What should be done about it? Moral and spiritual practices of moral and spiritual practices of moral and spiritual practices should be the main aim of education. Now let's talk about the dimensions of the character. We cannot see the character in this way. What is the character? If we are going to study, then the character means intellectual character, moral character, civic character, performance character, as well as collective character of school, and we will study it again and again. Intellectual character means our very strong character. Academic learning is important of course. We have learned, studied and doing more of education has less to do with accumulating specific knowledge than with developing intellectual character. But intellectual character means we should have a very strong character that we have learned a lot. What does it mean? Ron Rittgart defines intellectual character as the overarching conglomeration of habits of mind, patterns of thought, and general dispositions toward thinking that not only direct but also motivate one's thinking-oriented pursuits. What does it mean? It means our habits of mind, patterns of thinking, how we generally think, how we motivate, how we make our body shape and they said, there are six dispositions which come in the chain of intellectual character. We should be open-minded. We should accept new things from the open mind. Reflective. We should be strategic. We shouldn't just be happy. Skeptical. Don't close your eyes and believe in yourself. Truth-seeking. Try to find the truth. If we do something like this, we can say that our body shape has developed. Moral character Thomas has pointed out, down through history and countries all over the world, education has had two great goals. People become smart and to help them become good. Just as intellectual character focuses on intelligent action, more than on intelligent person, moral character is more about enacting goodness than learning specific virtues. Educators don't dictate which moral value should take priority in person's life but we do have a responsibility to help students become sensitive to moral considerations. Gain the cognitive capacity to think deeply and clearly about moral issues and principles and to develop at this position to act in accord with considered moral convictions. That's the essence of moral character. We don't want to tell them preference order but we want to make them sensitive. We should work according to moral considerations. We should think about moral considerations. According to moral convictions, we should think about what should be done and what should be done. That's the essence of moral character. We live in a civil society. What we call the public good is the heart of what we call S.V. character. The need to develop S.V. and democratic societies where schools learn how their actions affect the well-being in success of the group. D.V. has a very famous quote, that school is the miniature society. We have passion for public good, we will not harm the train, we will not harm the bus, we will not harm anything, we will not harm anything, this is a big character. We have to teach this through education and this should be the aim of education. The passion for the public good can motivate the attainment of relevant competencies and through this, we can get political knowledge, intellectual skills such as critical thinking, social and participatory skills, if we have a civic character. Last but not least, performance character. Performance character refers to the dispositions, virtues and personal qualities that enable an individual to accomplish intentions and goals. We have to teach this very well that we have power and respect, this means we have a performance character. It is also called foundational characteristics and there are a lot of sins like perseverance, diligence, courage, resilience, optimism. We are initiative, we take initiative, we are loyal. Such qualities relate to the exercise of will and reflect own skills in self-management. Often they are called virtues but they need to be distinguished from the moral virtues. They say moral virtues are not in the individual but in the natto. They say that for any performance character, we do our job very well. That means we have good performance characters. We feel proud of what we get and we want them to do their best. Ron Burger has said it in an excellent way. That means you have a performance character. Those with strong performance character try to do their best in domains of activity that are important to them. We want to do our best with good work. This is the end of the high game. So knowledge acquisition is our character building. Character building means the character that is being done by the teacher. That is the character that comes into the character. The character comes in the character. The character comes in the character. The character comes in the character. Okay, so in this I have just covered two aims, now you have a training for citizenship, a national and emotional integration or international understanding, I will cover that in the next video. Okay, I have done it and thank you and don't forget to like and subscribe my channel, ExploreAge, okay? Thank you for watching.